Analyzing Gender Disparities in Dress Code Violations Among BEED Third-Year Students at City

of Malabon University

Jeffrey E. Dasco1, Rica S. Baterzal1, Lorien T. Cuerpo1, and Chelsy Coleen C. Lonzamia1
Jeffrey C. Doguiles, Ph. D 2,a
1Bachelor of Elementary Education,
College of Teacher Education
Research Adviser, City of Malabon University
[Link]@[Link]

ABSTRACT

This study, titled “Analyzing Gender Disparities in Dress Code Violations Among BEED Third-
Year Students at City of Malabon University (SY 2024–2025)”, investigates how gender influences student
perceptions of dress code enforcement. It addresses a gap in existing research, which often relies on binary
gender analysis or anecdotal evidence, by using stratified sampling to include diverse gender identities—
male, female, gay, lesbian, and bisexual. Utilizing a descriptive research design and One-Way ANOVA,
the study surveyed 50 students to assess their perceptions of how dress code rules are applied across five
categories: skirt/pants length, flimsy tops, open-toe shoes, hair color, and piercings.

Findings reveal that students generally perceive the enforcement of dress codes as discriminatory,
particularly concerning skirt/pants length (mean = 2.86), hair color (3.14), open footwear (2.77), and
piercings (2.55). However, showing tops (2.18) raised unique concerns of gendered regulation. Despite
these perceptions, ANOVA results (F = 0.34, p = 0.85) indicated no statistically significant differences
across gender identities, suggesting shared concerns among all students. The study highlights the
importance of revising university dress code policies to ensure greater inclusivity and fairness for all gender
groups.

Keywords: Gender Disparities, Dress Code Violation, Student Perception, Gender Identity

INTRODUCTION

The study at City of Malabon University highlights growing student dissatisfaction with the
current dress code policy, emphasizing its inconsistent enforcement and perceived gender bias. Drawing on
the works of Whitman (2020) and Connolly (2022), it points out how such policies often reflect hidden
curriculum practices that reinforce traditional gender roles and disproportionately target females and
marginalized groups, while male behavior tends to be overlooked. This unequal application fosters student
frustration, erodes trust in institutional policies, and undermines the learning environment. While Santos
and Marasigan (2021) acknowledge that dress codes can help uphold discipline and institutional values,
they also stress the difficulties in ensuring consistency. Barbosa (2024) further critiques dress and hair
regulations for marginalizing LGBTQIA+ students, contributing to alienation and diminished self-esteem.
These findings align with broader calls for inclusive education reforms, such as the SOGIESC bill, which
seeks to protect the rights of marginalized learners. The study underscores the need for institutional reform
not only at CMU but also in similar institutions like the Technological University of the Philippines, where
similar systemic issues persist. It recommends fostering open dialogue with students, transparently revising
dress code policies, ensuring fair and unbiased enforcement through staff training, and committing to a
university-wide cultural shift toward inclusivity. Ultimately, the research calls attention to the urgent need
to address gender-based discrimination embedded in dress codes and advocates for a more equitable and
respectful academic environment.

RESEARCH METHODOLOGY
 This chapter outlines the methods used in the investigation, including sample selection, data
collection, and analysis procedures. The study employed a descriptive research design and utilized One-
Way ANOVA to determine if statistically significant differences existed between groups of BEED third-
year students at City of Malabon University regarding dress code violations. This design facilitated the
collection of quantitative data through surveys, focusing on gender disparities in dress code enforcement.
Stratified sampling ensured equal representation of genders among the 50 participants, enhancing the
reliability and validity of the findings. The researchers used a survey questionnaire that gathered
demographic data and measured perceptions of dress code equity using a four-point Likert scale. The
instrument was reviewed and validated by three education professionals and tested among non-participant
BEED students. Cronbach’s Alpha confirmed its reliability with an acceptable score. Data analysis
included descriptive statistics to summarize demographic profiles and mean responses, and inferential
statistics using One-Way ANOVA to compare group variances. Ethical considerations were strictly
followed, including informed consent, confidentiality, and collaboration with university officials and
student organizations, ensuring a respectful and inclusive approach throughout the study.

RESULTS AND DISCUSSION

The analysis of the collected data revealed meaningful insights into the perceptions of BEED third-year
students regarding gender disparities in dress code enforcement. Most of the respondents, regardless of
their gender identity, perceived the implementation of dress code policies as unfair and inconsistent,
particularly in specific areas of attire regulation.

The demographic data showed that 92% of the respondents were between 18 and 25 years old, reflecting a
typical age group for third-year undergraduate students. Equal representation across the five gender
identities ensured that the findings accurately reflected a diversity of perspective.

Regarding the perception of dress code enforcement, the highest mean score was recorded for hair color ( 𝑥̄
= 3.14), followed by skirt/pants length (𝑥̄ = 2.86), open shoes (𝑥̄ = 2.77), and piercings (𝑥̄ = 2.55). The
lowest score was observed for revealing tops (𝑥̄ = 2.18), suggesting that this aspect of the dress code was
slightly less contentious among students. These findings indicate a consensus that certain dress code rules
are perceived to target specific gender expressions and identities more than others.

To determine if there were statistically significant differences in perceptions based on gender identity, a
One-Way ANOVA test was performed. The result yielded an F-value of 0.34 with a p-value of 0.85,
indicating no statistically significant difference among the five gender groups. This result suggests that
dissatisfaction with how dress code policies are implemented is a shared concern among all student
identities rather than an issue specific to a single gender group.

CONCLUSIONS

Based on the analysis of the data collected, it can be concluded that students across all gender identities
perceive inequities in the enforcement of dress code policies at City of Malabon University. While the
quantitative results did not reveal statistically significant differences among gender groups, the mean scores
suggest that many students, regardless of identity, view current enforcement practices as discriminatory and
inconsistent.

The study affirms that while dress code policies may be designed with the intent of neutrality and
discipline, their implementation often falls short of inclusive standards. When policies disproportionately
affect students based on gender expression or appearance, they foster a school environment that
compromises fairness and student well-being.

Therefore, it is essential for institutions like City of Malabon University to reassess their dress code
policies not only through an administrative lens but with student participation. Dress code enforcement
must align with values of equity, respect, and inclusivity, which are critical for a healthy learning
environment. The findings also suggest that the issue is systemic and shared, underscoring the urgency for
institutional reform.
 RECOMMENDATIONS

1. The City of Malabon University should initiate a participatory review of its existing dress code
policies. The review should include student representatives from different gender identities to ensure
the revised guidelines are equitable, culturally sensitive, and gender-inclusive.
2. All university personnel, particularly those tasked with enforcing dress code policies, should
undergo mandatory training on gender sensitivity, inclusivity, and unconscious bias. Such training can
help mitigate discriminatory practices in the application of the dress code.

3. The university should launch educational campaigns to raise awareness among students about the
rationale behind dress code policies and the importance of respect for diverse identities. These
campaigns may include forums, posters, and peer-led discussions.

4. Institutions should provide safe spaces and support services such as counseling and peer mentoring
programs where students can express concerns about discrimination and seek guidance without fear of
retaliation.

5. Future research could explore students' lived experiences with dress code enforcement using a
qualitative or mixed-methods design. This could provide a deeper understanding of how perceived
discrimination affects student identity formation, academic performance, and mental well-being.

BIBLIOGRAPHY

Barbosa, L. M. (2024). Dress codes and gender identity: A critique of institutional norms. Journal of
Gender and Education Policy, 19(2), 145–161.
Connolly, P. R. (2022). Challenging stereotypes in educational attire policies. International Journal of
Inclusive Education, 26(4), 322–339.
Santos, R. M., & Marasigan, J. T. (2021). Gendered policies and student well-being in higher education.
Philippine Journal of Educational Research, 15(3), 201–215.
Whitman, K. E. (2020). Hidden curriculum and dress code discrimination in universities. Educational
Review Quarterly, 37(1), 33–48.
Department of Education. (2012). Data Privacy Act of 2012 (Republic Act No. 10173). Official Gazette of
the Republic of the Philippines.
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